沉浸式虛擬實境（IVR）尚未充分發揮其支持宗教教育的潛力。這項準實驗研究旨在調查採用 IVR 對宗教研究學習的作用，比較兩種學習方法在學習成績、學習動機、参與度、創造力和感知的差異： 基於沉浸式虛擬實境 (IVR) 的 STREAM 學習和基於桌面虛擬實境（DVR）的 STREAM 學習。這項研究的實驗組和對照組各有 20 名中學生，分別使用頭戴式虛擬實境顯示器和基於桌面虛擬實境在宗教學課堂上探索旅遊景點。數據來源包括：(a) 評估學生學習成績的前測和後測的多項選擇題，(b) 使用李克特量表（五分制）評估参與度、學習動機和感知的驗證問卷，以及 (c) 評估創造力的評分標準。數據分析包括獨立樣本 t 檢定和共變數分析（ANCOVA）。結果顯示，實驗組的學習成績和學習動機明顯更高。在對使用沉浸式虛擬實境 （IVR ）技術的看法方面，雖然兩組之間没有顯著的統計上的差異，但兩組都表現出了積極的看法，得分都高於平均水平。此外，與對照組相比，實驗組在創造力和情感投入方面表現更為突出。這些發現為在宗教研究中使用基於沉浸式虛擬實境 （IVR） 的 STREAM 方法提供了支持，並為在課堂上整合和採用這種方法提供了啟示。

Immersive Virtual Reality (IVR) has yet to fully realize its potential for supporting religious education. This quasi-experimental study aimed to investigate the role of adopting IVR on religious studies learning, comparing learning achievement, motivation, engagement, creativity skills, and perception between two learning approaches: IVR-based STREAM learning and Desktop Virtual Reality (DVR)-based STREAM learning. The study involved twenty Middle School students in the experimental group using a Head-Mounted Virtual Reality display and twenty students in the control group using a DVR to explore tourism sites in the religious studies classroom. The data sources included: (a) multiple-choice questions on a pre-and post-test to evaluate students' learning achievement, (b) a validated questionnaire using a Likert scale with five points to assess engagement, motivation, and perception, and (c) a rubric to evaluate creativity skills. Data analysis involved independent samples t-tests and analysis of covariance (ANCOVA). The results indicated that the experimental group's learning achievement and motivation to learn were noticeably higher. In terms of perceptions toward using IVR technologies, although there was no statistically significant difference between the two groups, both groups displayed positive perceptions and scored above average. Additionally, the experimental group demonstrated superior creativity skills and emotional engagement compared to the comparison group. These findings provide support for the use of the IVR-based STREAM approach in religious studies and offer insights into integrating and adopting this approach in the classroom.

REFERENCES
Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665–694. https://doi.org/10.2307/3250951
Aguayo, C., T. Cochrane, & V. Narayan. (2017). “Key Themes in Mobile Learning: Prospects for Learner-generated Learning through AR and VR.” Australasian Journal of Educational Technology, 33 (6): 27–40. https://doi.org/10.14742/ajet.3671
Agustina, T. W., Rustaman, N. Y., & Purwianingsih, W. (2017, September). The learning of compost practice in university. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012128). IOP Publishing. doi10.1088/1742-6596/895/1/012128
Bandura, A., & Schunk (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 42, 586-598. https://psycnet.apa.org/doi/10.1037/0022-3514.41.3.586
Benham S, Kang M, & Grampurohit N. (2019). Immersive virtual reality for the management of pain in community-dwelling older adults. OTJR Occup Particip Health 39(2):90–96. https://doi.org/10.1177/15394 49218 817291
Bouta, H., Retalis, S., & Paraskeva, F. (2012). Utilising a collaborative macro-script to enhance student engagement: A mixed method study in a 3D virtual environment. Computers & Education, 58(1), 501-517. https://doi.org/10.1016/j.compedu.2011.08.031
Bowler, P. J. (2009). Monkey trials and gorilla sermons. Harvard University Press.
Buttussi, F., & Chittaro, L. (2017). Effects of different types of virtual reality display on presence and learning in a safety training scenario. IEEE Transactions on Visualization and Computer Graphics, 24(2), 1063-1076.
Chang, Y.-S., Chou, C.-H., Chuang, M.-J., Li, W.-H., & Tsai, I.-F. (2020). Effects of virtual reality on creative design performance and creative experiential learning. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2020.1821717
Checa, D., & Bustillo, A. (2020). A review of immersive virtual reality serious games to enhance learning and training. Multimedia Tools and Applications, 79(9), 5501-5527.
Chen, J. C., Huang, Y., Lin, K. Y., Chang, Y. S., Lin, H. C., Lin, C. Y., & Hsiao, H. S. (2020). Developing a hands-on activity using virtual reality to help students learn by doing. Journal of Computer Assisted Learning, 36 (1), 46-60. https://doi.org/10.1111/jcal.12389
Chen, C. J., Toh, S. C., & Wan, M. F. (2004). The theoretical framework for designing desktop virtual reality-based learning environment. Journal of Interactive Learning Research, 15(2), 147–167.
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York: Springer
Daphne Bavelier, C Shawn Green, Alexandre Pouget, & Paul Schrater (2012). Brain plasticity through the life span: learning to learn and action video games. Annual Review of Neuroscience 35, 391–416. https://doi.org/10.1146/annurev-neuro-060909-152832
Daugherty, M. K. (2013). The Prospect of an “A” in STEM education. Journal of STEM Education, 14(2), 10–15. http://www.uastem.com/wp-content/uploads/2012/08/
Davies, Paul. “Opinion | Taking Science on Faith.” The New York Times, November 24, 2007, sec. Opinion. https://www.nytimes.com/2007/11/24/opinion/24davies.html.
Deci, E., & Ryan, R. M. (2000). What is the self in self-directed learning? Findings from recent motivational research. In G. Straka (Ed.), Conceptions of self-directed learning: Theoretical and conceptual considerations. Munster: Waxmann
DeCoito, I., Steele, A., & Goodnough, K. (2016). Introduction to the special issue on science, technology, engineering, and mathematics (STEM) education. Canadian Journal of Science. Mathematics and Technology Education, 16 (2), 109–113. https://doi.org/10.1080/14926156.2016.1166298
Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006-2033.
Eccles, J., & Wigfield, A. (1993). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-133. https://doi.org/10.1146/annurev.psych.53.100901.135153
Friena, L., & Ott, M. (2015, May). A literature review on immersive virtual reality in education: State of the art and perspectives. Paper presented at Conference: eLearning and Software for Education (eLSE), Bucharest, Romania. https://www.researchgate.net/publication/280566372
Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: a comparative analysis of various methods and student self-report instruments. In S. Christenson, A. L. Reschy, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 319-339). New York: Springer.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74, 59e109.
Freina, L., & Canessa, A. (2015, October). Immersive vs desktop virtual reality in game based learning. In European Conference on Games Based Learning (p. 195). Academic Conferences International Limited.
Freina, L., & Ott, M. (2015, April). A literature review on immersive virtual reality in education: state of the art and perspectives. In The International Scientific Conference Elearning and Software for Education (Vol. 1, No. 133, pp. 10-1007).
Greene, B. A. (2015). Measuring cognitive engagement with self-report scales: reflections over 20 years of research. Educational Psychologist, 50, 14e30. https://doi.org/10.1080/00461520.2014.989230
Guan, J. Q., Wang, L. H., Chen, Q., Jin, K., & Hwang, G. J. (2021). Effects of a virtual reality-based pottery making approach on junior high school students’ creativity and learning engagement. Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2021.1871631
Han, I. (2020). Immersive virtual field trips in education: A mixed‐methods study on elementary students' presence and perceived learning. British Journal of Educational Technology, 51(2), 420-435. https://doi.org/10.1111/bjet.12842
Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107, 91-99. https://doi.org/10.1016/j.compedu.2017.01.006
Hollingshead, A., Williamson, P., & Carnahan, C. (2018). Cognitive and emotional engagement for students with severe intellectual disability defined by the scholars with expertise in the field. Research and Practice for Persons with Severe Disabilities, 43(4), 269-284.
https://www.oxfordlearnersdictionaries.com
Hu, P. J., Clark, T. H. K., & Ma, W. W. (2003). Examining technology acceptance by school teachers: A longitudinal study. Information & Management, 41, 227–241. https://doi.org/10.1016/S0378-7206(03)00050-8
Hwang, G. J., Wu, C. H., & Kuo, F. R. (2013). Effects of touch technology-based concept mapping on students' learning attitudes and perceptions. Journal of Educational Technology & Society, 16(3), 274-285. https://www.jstor.org/stable/jeductechsoci.16.3.274
Jeremy N. Bailenson , Nick Yee , Jim Blascovich , Andrew C. Beall , Nicole Lundblad & Michael Jin (2008). The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context. Journal of the Learning Sciences, 17 (1), 102-141. https://doi.org/10.1080/10508400701793141
Johnson, C. D. (2018). Using virtual reality and 360‐degree video in the religious studies classroom: An experiment. Teaching Theology & Religion, 21(3), 228-241. https://doi.org/10.1111/teth.12446
Johnson, W., Mcgue, M., & Iacono, W. G. (2006). Genetic andenvironmental influences on academic achievement trajectoriesduring adolescence. Developmental Psychology, 42(3), 514–532. https://psycnet.apa.org/doi/10.1037/0012-1649.42.3.514
Kemendikbud. (2013). Materi pelatihan Implementasi Kurikulum 2013. Kemendikbud.
Kessler, V. (2019). Spirituality in mathematics. Journal for the Study of Spirituality, 9(1), 49-61. https://doi.org/10.1080/20440243.2019.1581384
Kim A, Darakjian N, & Finley JM (2017). Walking in fully immersive virtual environments: an evaluation of potential adverse effects in older adults and individuals with Parkinson’s disease. J Neuroeng Rehabil 14(1):16. https://doi.org/10.1186/s1298 4-017-0225-2
Kurniawan, W., & Hidayati, T. (2020). In Search of the Encounter between Religion and Mathematics. International Journal of Social Science and Religion (IJSSR), 1(3), 199-212. https://ssrn.com/abstract=3760890
Laut, J., Bartolini, T., & Porfiri, M. (2015). Bioinspiring an interest in STEM. IEEE Transactions on Education, 58(1), 48–55. https://doi.org/10.1109/te.2014.2324533
Lee, E. A. L., & Wong, K. W. (2014). Learning with desktop virtual reality: Low spatial ability learners are more positively affected. Computers & Education, 79, 49-58. https://doi.org/10.1016/j.compedu.2014.07.010
Li, Y., Song, H., & Guo, R. (2021). A Study on the Causal Process of Virtual Reality Tourism and Its Attributes in Terms of Their Effects on Subjective Well-Being during COVID-19. International Journal of Environmental Research and Public Health, 18(3), 1019. https://doi.org/10.3390/ijerph18031019
Lim, C. P., Nonis, D., & Hedberg, J. (2006). Gaming in a 3D multiuser virtual environment: Engaging students in science lessons. British Journal of Educational Technology, 37(2), 211-231. https://doi.org/10.1111/j.1467-8535.2006.00531.x
Liu, H. Y., & Chang, C. C. (2017). Effectiveness of 4Ps creativity teaching for college students: a systematic review and meta-analysis. Creative Education, 8(06), 857.
Liu, H. Y., Wang, I. T., Huang, D. H., Hsu, D. Y., & Han, H. M. (2020). Nurturing and Enhancing Creativity of Nursing Students in Taiwan: A Quasi‐Experimental Study. The Journal of Creative Behavior, 54(4), 799-814. https://doi.org/10.1002/jocb.407
Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher Education, 27(1), 27-52.
Lund, B. D., & Wang, T. (2019). Effect of Virtual Reality on Learning Motivation and Academic Performance: What Value May VR Have for Library Instruction? Kansas Library Association College and University Libraries Section Proceedings, 9(1), Article 4. https://doi.org/10.4148/2160-942X.1073
Makransky, G., Borre‐Gude, S., & Mayer, R. E. (2019). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning, 35(6), 691-707. https://doi.org/10.1111/jcal.12375
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236. https://doi.org/10.1016/j.learninstruc.2017.12.007
Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019). Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment. Computers & Education, 140, 103603. https://doi.org/10.1016/j.compedu.2019.103603
Mian, L., & Jiping, Z. (2018). The Research on Future Classroom Teaching Mode in the View of Virtual Reality. China Educational Technology, 5, 5.
Miller, M. D., Castillo, G., Medoff, N., & Hardy, A. (2021). Immersive VR for organic chemistry: impacts on performance and grades for first-generation and continuing-generation university students. Innovative Higher Education, 46, 565-589.
Nemati, E., Robatjazi, S., & Haghnazari, S. (2014). Relationship between Religion and the Arts and Cultural Management Perspective. US-China Foreign Language, 12 (12), 1038-1043.
Ngai, E. W. T., Poon, J. K. L., & Chan, Y. H. C. (2007). Empirical examination of the adoption of WebCT using TAM. Computers & Education, 48, 250–267. Oxford Dictionaries. (2019). Perception. https://doi.org/10.1016/j.compedu.2004.11.007
Ogbuanya, T. C., & Onele, N. O. (2018). Investigating the effectiveness of desktop virtual reality for teaching and learning of electrical/electronics technology in universities. Computers in the Schools, 35(3), 226-248.
Olmos, E., J. F. Cavalcanti, J.-L. Soler, M. Contero, & M. Alcañiz. (2018). “Mobile Virtual Reality: A Promising Technology to Change the Way We Learn and Teach.” In Mobile and Ubiquitous Learning, Perspectives on Rethinking and Reforming Education, edited by S. Yu, M. Ally, and A. Avgoustos, 95–105. Singapore: Springer Nature.
Pellas, N., Mystakidis, S., & Kazanidis, I. (2020). Immersive virtual reality in K-12 and Higher education: A systematic review of last decade scientific literature. Special Issue: “Virtual Reality and Cognitive Sciences”. Virtual Reality.
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31-43. https://doi.org/10.1016/j.tsc.2018.10.002
Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309-327. https://doi.org/10.1016/j.compedu.2016.02.002
Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a conceptual model of STEAM teaching practices. School Science and Mathematics, 117(1-2), 1–12. https://doi.org/10.1111/ssm.12201
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Reyna, J. (2018). “The Potential of 360-Degree Videos for Teaching, Learning and Research.” Presented at the 12th INTED 2018 Conference, Valencia, Spain, March 5–7. https://doi.org/10.21125/inted.2018.0247
Robb, M.K. (2004). Factors that Influences Cognitive Engagement and Academic Success of Pre-Licensure Baccalaureate Millennial Nursing Students. Indiana University of Pennsylvania.
Roche, L., & N. Gal-Petitfaux. (2017). “Using 360° Video in Physical Education Teacher Education.” Presented at the 28th Conference: Society for information technology and teacher education, Austin, Texas, March 5–9.
Schunk, D. H. (2000). Motivation for achievement: Past, present, and future. Issues in Education, 6(1/2), 161 -166.
Sciarra, D. T., & Seirup, H. J. (2008). The multi dimensionality of school engagement and math achievement among racial groups. Professional School Counseling, 11(4), 218–228. https://doi.org/10.1177/2156759X0801100402
Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361-388.
Sesmiyanti, S. (2016). Student’s cognitive engagement in learning process. Journal Polingua: Scientific Journal of Linguistics, Literature and Education, 5(2), 48-51
Shahvand, M., & Rezvani, E. (2016). Iranian EFL teachers’ beliefs and practices on effective teaching: The case of gender and level of experience. Research in English Language Pedagogy, 3(2), 30-43.
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008).Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://psycnet.apa.org/doi/10.1037/a0012840
Snelson, C., & Hsu, Y. C. (2019). Educational 360-degree videos in virtual reality: A scoping review of the emerging research. TechTrends, 1-9.
Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to integrate the arts. Corwin Press.
Southgate, E., Smith, S. P., & Cheers, H. (2016). Immersed in the future: A roadmap of existing and emerging technology for career exploration (DICE Report Series No. 3). Newcastle: DICE Research. http://dice.newcastle.edu.au/DRS_3_2016.pdf
Spies, E., & Schrode, P. (2021). Religious engineering: exploring projects of transformation from a relational perspective. https://doi.org/10.1080/0048721X.2020.1792053
Stenmark, M. (2004). How to relate science and religion: A multidimensional model. Wm. B. Eerdmans Publishing.
Stipek, D. J. (1997). Motivation and instruction. In David C. Berliner & Rober C. Calfee (Eds.), Handbook of Educational Psychology (pp. 85 -113). New York: MacMillan.
Techakosit, S., & Nilsook, P. (2018). The development of STEM literacy using the learning process of scientific imagineering through AR. International Journal of Emerging Technologies in Learning, 13(1), 230-238. https://doi.org/10.3991/ijet.v13i01.7664
Teo, T., & Wong, S. L. (2013). Modeling key drivers of e-learning satisfaction among student teachers. Journal of Educational Computing Research, 48(1), 71–95. https://doi.org/10.2190/EC.48.1.d
Theelen, H., Van den Beemt, A., & den Brok, P. (2019). Using 360‐degree videos in teacher education to improve preservice teachers' professional interpersonal vision. Journal of Computer Assisted Learning, 35(5), 582-594. https://doi.org/10.1111/jcal.12361
Trombetta M, Bazzanello Henrique PP, Brum MR, Colussi EL, De Marchi ACB, & Rieder R (2017). Motion Rehab AVE 3D: a VR-based exergame for post-stroke rehabilitation. Comput Methods Programs Biomed 151:15–20. https://doi.org/10.1111/jcal.12361
Tsai, C. Y., Horng, J. S., Liu, C. H., Hu, D. C., & Chung, Y. C. (2015). Awakening student creativity: Empirical evidence in a learning environment context. Journal of hospitality, leisure, sport & tourism education, 17, 28-38. https://doi.org/10.1016/j.jhlste.2015.07.004
Van Dam, A., Laidlaw, D. H., & Simpson, R. M. (2002). Experiments in immersive virtual reality for scientific visualization. Computers & Graphics, 26(4), 535-555. https://doi.org/10.1016/S0097-8493(02)00113-9
Vesisenaho, M., Juntunen, M., Johanna, P., Fagerlund, J., Miakush, I., & Parviainen, T. (2019). Virtual reality in education: Focus on the role of emotions and physiological reactivity. Journal For Virtual Worlds Research, 12(1). https://doi.org/10.4101/jvwr.v12i1.7329
Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 204e319.
Walker, R. R. (2007). Rethinking the'Religion of technology'thesis (Doctoral dissertation, McGill University).
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innovations in Education and Teaching International, 47(1), 39–52. https://doi.org/10.1080/14703290903525838
Wentzel, K., & Miele, D. B. (Eds.). (2016). Handbook of motivation at school (2nd ed.). New York, NY: Routledge
Wong, K. T., Teo, T., & Russo, S. (2012). Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: An extended Technology Acceptance Model (TAM). Australasian Journal of Educational Technology, 28(7), 1190–1207. https://doi.org/10.14742/ajet.796
Wu, B., Yu, X., & Gu, X. (2020). Effectiveness of immersive virtual reality using head‐mounted displays on learning performance: A meta‐analysis. British Journal of Educational Technology, 51(6), 1991-2005. https://doi.org/10.1111/bjet.13023
Wu, J. J., & Albanese, D. L. (2013). Imagination and creativity: Wellsprings and streams of education–the Taiwan experience. Educational Psychology, 33(5), 561-581. https://doi.org/10.1080/01443410.2013.813689
Yakman, G. (2008). STEAM Education: an overview of creating a model of integrative education. Pupils Attitudes Towards Technology 2008 Annual Proceedings. Netherlands.
Yang, X., Lin, L., Cheng, P.-Y., Yang, X., & Ren, Y. (2019). Which EEG feedback works better for creativity performance in immersive virtual reality: The reminder or encouraging feedback? Computers in Human Behavior, 99, 345-351. https://doi.org/10.1016/j.chb.2019.06.002
Yang, X., Lin, L., Cheng, P. Y., Yang, X., Ren, Y., & Huang, Y. M. (2018). Examining creativity through a virtual reality support system. Educational Technology Research and Development , 66 (5), 1231–1254. https://doi.org/10.1007/s11423-018-9604-z
Zhang, H., Yu, L., Ji, M., Cui, Y., Liu, D., Li, Y., & Wang, Y. (2020). Investigating high school students’ perceptions and presences under VR learning environment. Interactive Learning Environments, 28(5), 635-655. https://doi.org/10.1080/10494820.2019.1709211
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 21, 3e17.